Reading as the encounter between the other word and the word of the other: Theoretical-methodological propositions for teacher’s work in portuguese language

Detalhes bibliográficos
Autor(a) principal: Irigoite, Josa Coelho
Data de Publicação: 2019
Outros Autores: Machado, Marielly Agatha
Tipo de documento: Artigo
Idioma: por
Título da fonte: Fórum Linguístico
Texto Completo: https://periodicos.ufsc.br/index.php/forum/article/view/1984-8412.2019v16n4p4198
Resumo: This article focuses on the teaching of reading - and of readers - in primary and secondary education. It aims at promoting theoretical-epistemological propositions which could underpin the methodological practices developed by teachers of Portuguese Language. Starting from the conception of encounter (PONZIO, 2010), it is proposed to investigate reading in its two constitutive dimensions: the intrasubjective and the intersubjective. The theoretical basis for the present study is the cultural-historical perspective, stemming from Lev Vygotsky's psychology of language and Bakhtin's philosophy of language. This qualitative study focuses on documentary analysis and the data includes the discussion of research excerpts from the Research Hub of Written Culture and Schooling, at the Universidade Federal of Santa Catarina (UFSC), as well as official documents that compose the national parameters for education in Brazil. The results compose theoretical-epistemological propositions materialized in the form of a diagram of Didactic Integration from which it is possible to develop reading activities that would cover both the sociocultural and the linguistic aspects of the text.
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spelling Reading as the encounter between the other word and the word of the other: Theoretical-methodological propositions for teacher’s work in portuguese languageLa lectura como encontrarse con otro palabra y otras palabras: Propuestas de trabajo teórico-metodológicas para los docentes de lengua portuguesaA leitura como encontro da outra palavra e da palavra outra: Proposições teórico-metodológicas para o trabalho docente em língua portuguesaThis article focuses on the teaching of reading - and of readers - in primary and secondary education. It aims at promoting theoretical-epistemological propositions which could underpin the methodological practices developed by teachers of Portuguese Language. Starting from the conception of encounter (PONZIO, 2010), it is proposed to investigate reading in its two constitutive dimensions: the intrasubjective and the intersubjective. The theoretical basis for the present study is the cultural-historical perspective, stemming from Lev Vygotsky's psychology of language and Bakhtin's philosophy of language. This qualitative study focuses on documentary analysis and the data includes the discussion of research excerpts from the Research Hub of Written Culture and Schooling, at the Universidade Federal of Santa Catarina (UFSC), as well as official documents that compose the national parameters for education in Brazil. The results compose theoretical-epistemological propositions materialized in the form of a diagram of Didactic Integration from which it is possible to develop reading activities that would cover both the sociocultural and the linguistic aspects of the text.Este artículo está centrado en la formación de lectores en la educación básica y tiene como objetivo promover propuestas teóricas y epistemológicas que sirvan como un ancla para las prácticas metodológicas desarrolladas por los profesores de Portugués brasileño. Partiendo de la concepción de encuentro (PONZIO, 2010), se propone trabajar la lectura en las dos diferentes dimensiones que la integran: intrasubjetiva e intersubjetiva. El anclaje teórico es histórico-cultural y parte de la psicología del lenguaje de Lev Vigotski y de la filosofía del lenguaje de Bakhtin. Es un estudio cualitativo con enfoque documental, cuya generación de datos incluyó el análisis de extractos de investigaciones del Grupo de Investigación Cultura Escrita y Escolarización, vinculado a la Universidad Federal de Santa Catarina, y documentos parametrizadores de la educación. Los resultados componen la proposición de un direccionamiento teórico-epistemológico materializado en un diagrama de Integración Didáctica, desde el cual es posible desarrollar un trabajo con lectura que cubra los niveles social y lingüístico del texto enunciado.Este artigo tem como tema formação de leitores na educação básica e se organiza com o objetivo de promover proposições teórico-epistemológicas que sirvam de ancoragem para práticas metodológicas desenvolvidas por professores de Língua Portuguesa. Partindo da concepção de encontro (PONZIO, 2010), propõe-se trabalhar a leitura nas duas dimensões que a integram: intrassubjetiva e intersubjetiva. A ancoragem teórica é histórico-cultural, partindo da psicologia da linguagem de Lev Vigotski e da filosofia da linguagem de Bakhtin. Trata-se de um estudo qualitativo de enfoque documental, cuja geração de dados incluiu análise de excertos de pesquisas do Grupo de Pesquisa Cultura Escrita e Escolarização, vinculado à Universidade Federal de Santa Catarina, e documentos parametrizadores da educação. Os resultados compõem a proposição de um encaminhamento teórico-epistemológico materializado em um diagrama de Integração Didática, a partir do qual é possível desenvolver um trabalho com leitura que dê conta dos níveis social e linguístico do texto-enunciado.Programa de Pós-Graduação em Linguística - UFSC2019-12-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionavaliado por paresEstudo qualitativo de enfoque documentalapplication/pdfhttps://periodicos.ufsc.br/index.php/forum/article/view/1984-8412.2019v16n4p419810.5007/1984-8412.2019v16n4p4198Fórum Linguístico; Vol. 16 No. 4 (2019); 4198-4216Fórum Linguístico; Vol. 16 Núm. 4 (2019); 4198-4216Fórum Linguístico; v. 16 n. 4 (2019); 4198-42161984-84121415-8698reponame:Fórum Linguísticoinstname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/forum/article/view/1984-8412.2019v16n4p4198/42442Copyright (c) 2020 Fórum Linguísticoinfo:eu-repo/semantics/openAccessIrigoite, Josa CoelhoMachado, Marielly Agatha2020-02-11T08:26:16Zoai:periodicos.ufsc.br:article/61489Revistahttps://periodicos.ufsc.br/index.php/forum/indexPUBhttps://periodicos.ufsc.br/index.php/forum/oaiportaldeperiodicos.bu@contato.ufsc.br || atilio.butturi@ufsc.br1984-84121984-8412opendoar:2023-01-12T16:40:36.196525Fórum Linguístico - Universidade Federal de Santa Catarina (UFSC)false
dc.title.none.fl_str_mv Reading as the encounter between the other word and the word of the other: Theoretical-methodological propositions for teacher’s work in portuguese language
La lectura como encontrarse con otro palabra y otras palabras: Propuestas de trabajo teórico-metodológicas para los docentes de lengua portuguesa
A leitura como encontro da outra palavra e da palavra outra: Proposições teórico-metodológicas para o trabalho docente em língua portuguesa
title Reading as the encounter between the other word and the word of the other: Theoretical-methodological propositions for teacher’s work in portuguese language
spellingShingle Reading as the encounter between the other word and the word of the other: Theoretical-methodological propositions for teacher’s work in portuguese language
Irigoite, Josa Coelho
title_short Reading as the encounter between the other word and the word of the other: Theoretical-methodological propositions for teacher’s work in portuguese language
title_full Reading as the encounter between the other word and the word of the other: Theoretical-methodological propositions for teacher’s work in portuguese language
title_fullStr Reading as the encounter between the other word and the word of the other: Theoretical-methodological propositions for teacher’s work in portuguese language
title_full_unstemmed Reading as the encounter between the other word and the word of the other: Theoretical-methodological propositions for teacher’s work in portuguese language
title_sort Reading as the encounter between the other word and the word of the other: Theoretical-methodological propositions for teacher’s work in portuguese language
author Irigoite, Josa Coelho
author_facet Irigoite, Josa Coelho
Machado, Marielly Agatha
author_role author
author2 Machado, Marielly Agatha
author2_role author
dc.contributor.author.fl_str_mv Irigoite, Josa Coelho
Machado, Marielly Agatha
description This article focuses on the teaching of reading - and of readers - in primary and secondary education. It aims at promoting theoretical-epistemological propositions which could underpin the methodological practices developed by teachers of Portuguese Language. Starting from the conception of encounter (PONZIO, 2010), it is proposed to investigate reading in its two constitutive dimensions: the intrasubjective and the intersubjective. The theoretical basis for the present study is the cultural-historical perspective, stemming from Lev Vygotsky's psychology of language and Bakhtin's philosophy of language. This qualitative study focuses on documentary analysis and the data includes the discussion of research excerpts from the Research Hub of Written Culture and Schooling, at the Universidade Federal of Santa Catarina (UFSC), as well as official documents that compose the national parameters for education in Brazil. The results compose theoretical-epistemological propositions materialized in the form of a diagram of Didactic Integration from which it is possible to develop reading activities that would cover both the sociocultural and the linguistic aspects of the text.
publishDate 2019
dc.date.none.fl_str_mv 2019-12-31
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
avaliado por pares
Estudo qualitativo de enfoque documental
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufsc.br/index.php/forum/article/view/1984-8412.2019v16n4p4198
10.5007/1984-8412.2019v16n4p4198
url https://periodicos.ufsc.br/index.php/forum/article/view/1984-8412.2019v16n4p4198
identifier_str_mv 10.5007/1984-8412.2019v16n4p4198
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufsc.br/index.php/forum/article/view/1984-8412.2019v16n4p4198/42442
dc.rights.driver.fl_str_mv Copyright (c) 2020 Fórum Linguístico
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Fórum Linguístico
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Programa de Pós-Graduação em Linguística - UFSC
publisher.none.fl_str_mv Programa de Pós-Graduação em Linguística - UFSC
dc.source.none.fl_str_mv Fórum Linguístico; Vol. 16 No. 4 (2019); 4198-4216
Fórum Linguístico; Vol. 16 Núm. 4 (2019); 4198-4216
Fórum Linguístico; v. 16 n. 4 (2019); 4198-4216
1984-8412
1415-8698
reponame:Fórum Linguístico
instname:Universidade Federal de Santa Catarina (UFSC)
instacron:UFSC
instname_str Universidade Federal de Santa Catarina (UFSC)
instacron_str UFSC
institution UFSC
reponame_str Fórum Linguístico
collection Fórum Linguístico
repository.name.fl_str_mv Fórum Linguístico - Universidade Federal de Santa Catarina (UFSC)
repository.mail.fl_str_mv portaldeperiodicos.bu@contato.ufsc.br || atilio.butturi@ufsc.br
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